Early Warning Signs for Students Struggling with Attendance, Behavior Issues, or Course Performance Problems

Resource Type: Bibliography

2017PDF (pdf)

This annotated bibliography lists resources, including initiatives and programs, that are evidence-based and designed to help schools help students who are struggling with attendance, behavior issues, or course performance problems. This document also contains reports on other Early Warning Systems (EWS) across the country, with an emphasis on evidence of successful outcomes.

This annotated bibliography lists resources related to school climate and culture, including the culture of innovation. Topics covered include effective school discipline, the role of positive learning environments, racial disparities, the interplay of achievement and discipline, the use of school culture to foster deeper learning, and reducing problem behaviors.

The SEL Project helps states, districts, schools, and educators introduce social and emotional learning (SEL) into the daily function of schools and classrooms. Our team works directly with states and their stakeholders to thoughtfully align and integrate SEL into existing state initiatives.

GLCC collaborates with the GTL Center to provide content expertise to ODE, an advisory group, and working groups to develop SEL standards (K-12) and revise current school climate guidelines. GLCC also supports the development of evidence-based tools and other resources that support SEL and school climate strategies.

This website was funded through the office of School Support and Rural Programs and developed by the Building State Capacity and Productivity Center at Westat, Inc. (award #S283B120042). This website contains resources that are provided for the reader’s convenience. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this document is intended or should be inferred.